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Tytuł:
Roman versus Jewish Reckoning of Hours in the Gospel of John: An Exegetical Misconception That Refuses To Die
Autorzy:
Kubiś, Adam
Powiązania:
https://bibliotekanauki.pl/articles/1178818.pdf
Data publikacji:
2021-04-29
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
the Gospel of John
hour
day
time reckoning
John 1:39
John 4:6
John 4:52
John 19:14
Opis:
The article deals with an exegetical misunderstanding revolving around the purported existence of two different ways of reckoning the hours of the day in antiquity, and consequently in the Gospels: an alleged Roman mode (in John’s Gospel) and the Jewish one (in the Synoptics). Among Johannine scholars a disagreement exists over the issue of which system was embraced by the Evangelist. While the majority claim that John followed the known Jewish system of reckoning hours, a minority argue that another, distinctively Roman system was being employed in the FG. In its first part, the article reviews extrabiblical ancient literature to demonstrate that, while the Romans in fact had two systems of marking the beginning of the day (dies civilis, legitimus – starting at midnight, and dies naturalis, verus – starting at sunrise), the manner of reckoning the hours of the day (and the night) was precisely the same for the Romans as for the Jews. In the second part, both systems are applied to four specific Johannine references to the hours of the day (1:39; 4:6; 4:52; and 19:14) in order to assess which method of reckoning the hours better suits the literary context of each narrative. While this internal analysis of the Johannine text is inconclusive, our assessment of the external, extrabiblical evidence points to the conclusion that the ancients, including John the Evangelist, used only one, nearly universal manner of reckoning the hours, i.e. beginning from sunrise.
Źródło:
The Biblical Annals; 2021, 11, 2; 247-280
2083-2222
2451-2168
Pojawia się w:
The Biblical Annals
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La leggenda del regno del Prete Gianni
Autorzy:
Zubacz, Marta
Bonino, Maurizio
Powiązania:
https://bibliotekanauki.pl/articles/1398067.pdf
Data publikacji:
2018-12-31
Wydawca:
Ateneum - Akademia Nauk Stosowanych w Gdańsku
Tematy:
the legend of Prester John
Prester John
Prete Gianni
John the Presbyter
Opis:
The reign of Prester John (Prete Gianni), one of the most interesting legends of the Middle Ages, can ignite the imagination even today. It is not surprising that the eyes and hearts of the monarchs and popes were facing east, where they sought their legendary kingdom characterized by unimaginable power, wealth, miracles and at the same time a pure Christian life.
Źródło:
Forum Filologiczne Ateneum; 2018, 6, 1; 205-221
2353-2912
2719-8537
Pojawia się w:
Forum Filologiczne Ateneum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
John Dewey: Education as Ethics, Ethics as Education
Autorzy:
W, Stikkers, Kenneth
Powiązania:
https://bibliotekanauki.pl/articles/891978.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
John Dewey
Opis:
John Dewey was arguably the most influential philosopher of education in the twentieth century. The aim of this article is to demonstrate the timeliness of Dewey’s philosophy of education for us today with respect to the organic relationship between ethics and education that Dewey saw, by showing the centrality of education for Dewey’s philosophy, that is, how for him, indeed, all philosophy is philosophy of education; further, how all education is moral philosophy; and hence how all philosophy pertains to moral education. Central to Dewey’s understanding of both education and ethics is his notion of ‘growth’: education creates the conditions for students’ ongoing growth, and the promotion of growth defines ‘ethics.’ Dewey’s message is an important one for us today when there are such strong tendencies to reduce education to mere technical training: such training, for Dewey, is neither education nor ethical.
Źródło:
Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne; 2015, 02(1); 39-49
2391-9175
2450-1816
Pojawia się w:
Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“Darkling I Listen”: Melancholia, Self and Creativity in Romantic Nightingale Poems
Autorzy:
Łuczyńska-Hołdys, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/888800.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
poetry
John Milton
Charlotte Smith
John Clare
John Keats
nightingale poems
Romanticism
Ovid
Sappho
Opis:
The present article is an attempt to look at selected Romantic poems which concentrate on the image of the nightingale. Starting from Charlotte Smith’s sonnets and continuing with poems by other writers of the period, I will try to trace the link between nature and poetic convention in English Romanticism. While some of the nightingales which sing in Romantic poetry seem deeply symbolic, other forsake poetic tradition and stubbornly persist in their birdy nature, resisting descriptions in terms of melancholia or woe. Nevertheless, the fate of Philomela, whose sad story of violation identifies the nightingale with loss, suffering and poetic creation, still remains an important context for Romantic nightingale poems.
Źródło:
Anglica. An International Journal of English Studies; 2014, 23/1; 105-114
0860-5734
Pojawia się w:
Anglica. An International Journal of English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Religious and Emotional Communities in John Heywood and John Bale’s Interludes
Autorzy:
Christ, Adam
Powiązania:
https://bibliotekanauki.pl/articles/48809577.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
John Keywood
John Bale
inderludes
emotional communities
religion
Opis:
The paper examines emotional communities in early modern English drama, specifically interludes by John Heywood and John Bale. It explores the connections between emotion and religion, and seeks to uncover whether and how emotionality changes according to the politically acceptable religious doctrine – particularly in the time of Protestant reformation under Henry VIII Tudor – and how these changes are expressed in the early sixteenth century English interludes by a Catholic (Heywood) and a Protestant (Bale) author. This paper considers early modern texts of culture which have not been researched as broadly as the drama of the later English Renaissance period (such as works by William Shakespeare or Christopher Marlowe), and, drawing upon the concept of “emotional communities” introduced by Barbara Rosenwein, additionally offers insights into an ongoing discussion on emotions in history.
Źródło:
Analyses/Rereadings/Theories: A Journal Devoted to Literature, Film and Theatre; 2021, 7, 1; 22-31
2353-6098
Pojawia się w:
Analyses/Rereadings/Theories: A Journal Devoted to Literature, Film and Theatre
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jan Długosz o Husie i jego poglądach
Autorzy:
Czerwonka, Jakub
Powiązania:
https://bibliotekanauki.pl/articles/1810684.pdf
Data publikacji:
2020-09-27
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:
John Długosz, John Hus, Hussites, views, chronicler, preacher, Hussitism
Opis:
The article "John Długosz about Hus and his views" is not limited to the observationsof the Polish chronicler about the Czech reformer and his teachings. The article also includes the stages of Poland's relationship with the Czechs in the 15th century. The division was made U. Borkowska and J. Nikodem. The text presents Długosz as a person with a negative attitude to the teachings of John Hus, it was related to the fact that the Czech preacher was considered a heretic. The article presents the events described by Długosz, among others the death of Hus, clashes between the Hussites and the troops of Sigismund of Luxemburg, or the arrival of the Czech legation to King Władysław Jagiełło.
Źródło:
Officina Historiae; 2020, 3, 1; 33-40
2545-0905
Pojawia się w:
Officina Historiae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kody alchemiczne w rosyjsk im przekładzie Devotions upon Emergent Occasions Johna Donne ’a
Autorzy:
Plichta, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/604467.pdf
Data publikacji:
2014
Wydawca:
Polskie Towarzystwo Rusycystyczne
Tematy:
John Donne
przekład
Opis:
John Donne’s Devotions upon Emergent Occasions is a very difficult work to translatebecause it is abundant in alchemical terms and imagery the contemporary reader may hardlyunderstand as alchemy is long a dead language code. Unfortunately, that imagery oftenrefers to a specific theological background and it should be elucidated either by means ofclever translation or by virtue of footnotes or commentary. Otherwise, grasping the propermeaning of the entire Donne’s work may be impossible. Russian translation of Donne’sDevotions by Anton Nesterov is perhaps the best existing attempt to render the original textwith all its intricacy into language other than English. However, there are some treacherousand fascinating passages in Devotions upon Emergent Occasions Niestierow mistranslatedbecause he did not fully understand the alchemical background they refer to.
Źródło:
Przegląd Rusycystyczny; 2014, 4
0137-298X
Pojawia się w:
Przegląd Rusycystyczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Recovering Wildness: “Earthy” Education and Field Philosophy
Autorzy:
Varner, Tess
Powiązania:
https://bibliotekanauki.pl/articles/1833798.pdf
Data publikacji:
2021-10-30
Wydawca:
Uniwersytet Warszawski. Wydział Filozofii
Tematy:
John William Miller
John Dewey
wildness
field philosophy
pedagogy
Opis:
This essay invites a recovery of “wildness” as a way for philosophers to respond to the present moment which includes: an ongoing global pandemic, economic uncertainty, increasing cultural division, and a crisis in higher education broadly that persistently threatens the status of philosophy programs. Drawing on the American thinkers John William Miller and John Dewey and elaborating on their own philosophical defenses of liberal education, I propose a turn to wildness and freedom in our pedagogies through active and embodied philosophical pedagogy, including field philosophy. I offer two examples of courses that begin to invite wildness into the process of philosophical inquiry. The aim of this essay is to consider how wildness in teaching and learning and in doing philosophy might make philosophy stay alive.
Źródło:
Eidos. A Journal for Philosophy of Culture; 2021, 5, 2; 22-34
2544-302X
Pojawia się w:
Eidos. A Journal for Philosophy of Culture
Dostawca treści:
Biblioteka Nauki
Artykuł

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